TECS345-24YA (D) Full Year A 2024 (Distance)

Curriculum, Pedagogy and Assessment 3: Contemporary Developments in Secondary Education (Distance)

15 points

Start Date: Monday, 29 January 2024
End Date: Sunday, 10 November 2024
Withdrawal Dates
Last Day to withdraw from this course:
  • Without financial penalty (full fee refund): Sunday, 25 February 2024
  • Without academic penalty (including no fee refund): Sunday, 1 September 2024


This course provides a foundation for understanding curriculum, pedagogy and assessment for secondary teaching in complex and shifting secondary schooling environments. Students examine curriculum and assessment frameworks, including the New Zealand Curriculum (NZC) and the National Certificate of Educational Achievement (NCEA), different schooling contexts, contemporary pedagogical developments and associated practice challenges. They engage with questions about knowledge and whose knowledge counts in secondary education. There is a particular focus on integrated curriculum, pedagogies that support learning across subjects, assessment for learning, culturally responsive and sustaining pedagogy, literacies across the curriculum, future-focused and personalised learning, and integrated design for learning. Students collaborate with peers to explore integrated teaching and learning opportunities.

Learning Outcomes

  • On the successful completion of this course, students will be able to:
    1. Apply understanding of curriculum, literacies and pedagogies that support learning for Māori and diverse learners to the collaborative design of an integrated curriculum project.
    2. Explain teacher decision-making in the collaborative design of an integrated curriculum project.
    3. Identify and adapt pedagogical materials to develop a formative assessment task.
    4. Analyse ākonga assessment results, with a focus on achievement of Māori and diverse learners, and draw implications for teaching practice to support ākonga achievement.


    Common content threads:
  • Te reo Māori, Māori concepts and mātauranga Māori related to curriculum, assessment and pedagogy.
  • Representation of Māori and Pacific values from Tātaiako, Tapasā and Ako Waitaha within the course.
  • Culturally responsive and sustaining pedagogy to support learning.
  • Digital literacies for professional learning and practice, including engaging with curriculum, assessment and pedagogy.

    Course specific content:
    Understanding curriculum and assessment – theory, policy and practice
  • Curriculum theory and ways of thinking about and understanding curriculum, including ideas of ‘curriculum discourses’, ‘official’, ‘assessment’, ‘experienced’ and ‘hidden curriculum’, and teachers as curriculum developers
  • Curriculum-assessment relationship
  • Curriculum and assessment policies and frameworks for secondary education, including New Zealand Curriculum (NZC), Te Marautanga o Aotearoa (TMOA), New Zealand Qualifications Framework (NZQF), National Certificate of Educational Achievement (NCEA)
  • Influence of colonisation and globalism on curriculum, with consideration of the background and development of Te Marautanga o Aotearoa
  • Nature and norms of (English-medium) curriculum and assessment, including the nature of knowledge and valuing of different knowledges (disciplinary knowledge, indigenous knowledge) in secondary education
  • ‘Assessment for learning’ and assessment practices to support Māori and diverse learners, focusing on formative assessment

    Literacies to support learning across the curriculum in secondary schools – theory and practice
  • Reading and writing
  • Statistical literacy
  • Information literacy
  • Critical and media literacy
  • Disciplinary and subject literacies

    Contemporary curriculum developments and pedagogical shifts in secondary contexts – theory, policy and practice
  • Contemporary curriculum debates, shifting policy, and practice-related challenges
  • Culturally responsive and sustaining pedagogy to support Māori and diverse learners, including place-based learning and pedagogy, collaborative and reciprocal learning, community based learning, and education outside the classroom – with links to Tātaiako
  • Comtemporary developments and the ‘spatial turn’ in schooling, including innovative and modern learning environments (ILEs/MLEs), flexible learning spaces (FLSs), future focused and personalised learning and pedagogy
  • Contemporary issues in relation to secondary curriculum and high stakes NCEA assessment, including achievement patterns for Māori and diverse learners and implications for ākonga and kaiako
  • Critiques of contemporary curriculum developments

    Design for learning in contemporary schooling contexts
  • Curriculum integration – theory and practice for integrating curriculum in learning design
  • Curriculum design for project based learning
  • Collaborative curriculum design (working with colleagues in collaborative and respectful relationships in relation to curriculum design – with link to Tapasā: Turu 2)
  • Formative assessment design and analysis of assessment results


Subject to approval of Head of School


Timetable 2024

Students must attend one activity from each section.

Intensive Block Course A
Activity Day Time Location Weeks
01 Friday 08:30 - 10:00 Rehua 103 Project Workshop
5 Feb - 11 Feb

Course Coordinator

Jane Abbiss


Lynne Connor , Chris North , Cheryl Brown and Jane McChesney


Assessment Due Date Percentage  Description
Integrated project 08 Jul 2024 50%
Formative assessment and analysis 25 Oct 2024 50% Formative assessment and analysis

Students must pass all assessment requirements to obtain a final passing grade for this course.  Final grades will be delivered at an examiners meeting and reported using the UC common grading system

Attendance and Engagement (Distance students)
Full attendance and participation in the on-site intensive programme, Tiriti o Waitangi workshops, and noho marae are compulsory requirements of the programme.

Students are required to actively engage with all course content and activities including Zoom workshops, lecture recordings, readings, online modules, and any other requirements specified by the course coordinator, in order to meet the learning outcomes of the course.

Students are expected to notify lecturers in writing (e.g. email message) prior to their absence, with an explanation. For extended absences (3 or more days), students should apply to the course coordinator. Extended absences must be accompanied by supporting evidence, e.g. medical certificate. Alternative tasks that demonstrate engagement with course content missed due to absences must be completed if provided.

Attendance issues and/or lack of engagement with course content and activities may impact your ability to pass the course and/or complete the 'Teaching Professional Practice' associated with this course.

Textbooks / Resources

Recommended Course Reading:
Abbiss, J. (2019). Becoming a Teacher. In M. Hill & M. Thrupp (Eds), The Professional Practice of Teaching in New Zealand (6th ed.) (pp. 1-19). Melbourne, Australia: Cengage.

Arrowsmith, S. & Wood, B. (2015). Curriculum integration in New Zealand secondary schools: Lesson learned from four “early adoptor” schools. Set: Research Information for Teachers, 1, 58-66.

Benade, L. (2019). Pedagogy in Flexible Learning Spaces (FLS). In M. Hill & M. Thrupp (Eds), The Professional Practice of Teaching in New Zealand (6th ed.) (pp. 213-235). Melbourne, Australia: Cengage.

Bishop, R., & Berryman, M. (2009). The Te Kotahitanga effective teacher profile. Set: Research Information for Teachers, 2, 27-33.

Black, P., & Wiliam, D. (1998). Inside the Black Box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.

Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting future oriented teaching and learning: A New Zealand perspective. Wellington, NZ: Ministry of Education.
Ladson-Billings, G. (2014). Culturally responsive pedagogy 2.0: aka the remix. Harvard Educational Review, 84(1), 74-84.

Macfarlane, A. (2004). Kia hiwa ra! Listen to culture: Māori students’ plea to educators. Wellington, NZ: NZCER.

Mahuika, R., Berryman, M. & Bishop, R. (2011). Issues of culture and assessment in New Zealand education pertaining to Māori students. Assessment Matters, 3, 183-198.

Organisation for Economic Cooperation and Development (2013). Innovative learning environments. Paris: Educational Research and Innovation, OECD. http://dx.doi.org/10.1787/9789264203488-en

Penetito, W. (2009). Place-based education: Catering for curriculum, culture and community. New Zealand Annual Review of Education, 18, 5-29.

Sandretto, S., & Tilson, J. (2016). Designing curriculum literacies. Set: Research Information for Teachers, 2, 3-11.

Stewart, G., Trinick, T., & Dale, H. (2017). Te Marautanga o Aotearoa: History of a national Māori curriculum. Curriculum Matters, 13, 8-20.

Wilson, A., Jesson, R., Rosedale, N., & Cockle, V. (2012). Literacy and Language Pedagogy Within Subject Areas in Years 7-11. Report to the Ministry of Education. Wellington, NZ: Ministry of Education.

Indicative Fees

Domestic fee $844.00

International fee $3,950.00

* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.

For further information see School of Teacher Education .

All TECS345 Occurrences

  • TECS345-24YA (D) Full Year A 2024 (Distance)